Contents	5
	Editors and Contributors	7
	List of Figures	9
	Introduction	10
	1 The Case of the iPad	13
	Moving Targets	15
	Inside the Case	17
	Smear	19
	Are We Moving?	20
	Are We Learning?	22
	And	24
	References	25
	2 The Fluid Materiality of Tablets: Examining ‘the iPad Multiple’ in a Primary Classroom	27
	Introduction	27
	Researching Tablets	29
	iPad as Schooled Device	32
	iPad as Plaything	34
	iPad as Community Artefact	35
	iPad as One Among Many Objects	36
	The Fluid Materiality of the ‘Tablet Multiple’	36
	Implications of the iPad Multiple	38
	References	39
	3 Russian Dolls and Three Forms of Capital: Ecological and Sociological Perspectives on Parents’ Engagement with Young Children’s Tablet Use	42
	Introduction	42
	Ecological and Sociological Perspectives	43
	The Study	45
	Parental Engagement in Young Children’s Use of Tablets	46
	Microsystem	46
	Mesosystem	51
	Exosystem	52
	Macrosystem	52
	Chronosystem	53
	Conclusion	55
	Acknowledgements	56
	References	56
	4 Chasing Literacies Across Action Texts and Augmented Realities: E-Books, Animated Apps, and Pokémon Go	59
	Three Models of Literacy Learning in iPad Play	60
	Theoretical Framework for Examining Literacy Learning Models	62
	Methods	63
	Reading an E-Book, a Digital Literacy Illustration	64
	Multiplayer Collaboration with an Animation App, a Participatory Literacy Illustration	66
	Playing Pokémon Go, a Socio-Material Literacy Example	70
	Literacy Models as Waves and Ripples	72
	References	73
	5 Multimodal Layering: Students Learning with iPads in Primary School Classrooms	77
	Scenario	77
	Introduction	78
	Theoretical Perspective	79
	Epistemological Metaphors	79
	Methodology	82
	Framework for Analysis	84
	Exemplars with Descriptive Analysis	84
	Exemplar 1: Reading Phase	85
	Exemplar 2: Writing Phase	87
	Exemplar 3: Talking and Listening Phase (Private)	87
	Exemplar 4: Talking and Listening Phase (Public)	88
	Exemplar 5: Critical Reflection	89
	Coda	90
	Summary	90
	Discussion	91
	Conclusion	93
	References	93
	6 The New Digital Divide: Digital Technology Policies and Provision in Canada and Australia	96
	Introduction	96
	The Rapid Shifts in the Technology Landscape of Schooling	97
	Policy and Centralized/Decentralized Systems	98
	Testing and Technology	99
	‘Take Up’ of Mobile Devices	100
	Bring Your Own Device	101
	Domesticating the Device	102
	Affordances of iPads	103
	Mapping the Landscape of Provision	103
	Digital Policies and Practices in School and at Home	106
	Risk Management	108
	Surveillance and Control	108
	Technological Shifts in Complex Entangled Environments: Implications for Practice	109
	Acknowledgements	111
	References	111
	7 Slate-Enabled Literacy Practices in a Futureschool@Singapore Classroom	114
	Mobile and Twenty-First Century Literacies	114
	Researching the Mobile Literacies ‘Ecosystem’	116
	National Level	117
	School Level	117
	A Classroom Micro-ethnographic Approach	119
	Literacy Event 1: Pre-writing	120
	Activity System 1.1––Developing a Coherent Content	120
	Activity System 1.2—Sharing Digital Writing Plan	123
	Literacy Event 2: Teacher/Peer Assessment	125
	Activity System 2.1––Peer Assessment	125
	Literacy Practices and Outcomes	129
	Conclusion	130
	References	131
	8 Apps and Autodidacts: Wayfaring and Emplaced Thinking on iPads	134
	Introduction	134
	Applying Ingold’s Ontology	135
	Tutoring by Design: An iPad-Driven Tutoring Research Study	136
	Context	136
	Data Analyses	137
	Unpacking Autodidacticism and Its Wayfaring Properties	138
	Focal Case Study: The Case of Cole and His Tablet	140
	Journeying Through Cole’s Castle of Mind	140
	Cole’s Wayfaring Ways	141
	Clashes Between Linear Schooling Models and Rhizomatic Wayfaring Models	144
	From Autodidacticism to Design Work	144
	Apps as Autodidacts	147
	Following Wayfarers	148
	References	149
	9 Game 2 Engage: Using iPads to Mediate and Develop Social Relationships in College Learning	152
	Introduction	153
	The Project Participants	154
	Fancy Spaces for Learning	155
	Making IT Personal (MITP)	156
	Preparing the Digital Media Students and the Launch Event	156
	Technology: Combining the Mundane and the Exotic	158
	Learning Support Staff and Tandem Learning	160
	Negotiating Identities	161
	Learning at the Mall	162
	Conclusions	163
	Afterword	166
	References	166
	10 The Affordances of Touchscreen Tablets and Digital Cameras as Tools for Young Children’s Multimodal, Multilingual Composing	168
	Theoretical Frame	169
	Study 1: The Prekindergarten eBook Project	171
	Research Context	171
	Digital Tools and eBook Composing Routines	171
	The Affordances of Digital Tools	173
	Study 2: The Second Grade eBook Project	177
	Research Context	178
	Digital Tools and eBook Composing Routines	178
	The Affordances of Digital Tools	179
	Discussion	183
	References	185
	11 Personalized Story-Making on the iPad: Opportunities for Developing the Self and Building Closeness with Others	188
	Introduction	188
	Multimedia Personalized Stories	189
	Sociocultural Theories of the Self	189
	Closeness Through Collaborative Story-Making	190
	Methodology	191
	Method	192
	Observation	192
	Analysis	192
	Findings	194
	Personalization Empowers the Child to Have an Emotive Effect on the Immediate Audience	194
	Personalization Enables the Child to Reflect on Self-Competencies	195
	Personalization Offers a Chance for the Child to Celebrate Important Relationships	196
	Personalization Can Connect Different Parts of a Child’s Life	197
	Discussion	198
	References	201
	12 Children’s Engagement with iPads in Early Years Classrooms: Exploring Peer Cultures and Transforming Practices	203
	Introduction: Touchscreen Devices and Schooled Literacies	203
	Apps, Literacy Goals and Expanding Communicative Repertoires	204
	The Study, Data Collection, Selection and Analysis	206
	Episode 1: Letter Formation—Lucy Traces Letters	207
	Episode 2: Paul Explores a Phonics App	208
	Episode 3: Blaise and Harry Steering the Robot	209
	Episode 4: Amalia, Abida and Sarah Play Lego Friends ©	211
	Discussion: Apps in the Classroom and Print Literacy Goals	213
	Apps, Operational Skills Associated with Touchscreen Devices, and Expanding Repertoires for Meaning Making	214
	Shared Cultural Resources, Emerging Peer Cultures and the Significance of the Material Environment	215
	References	217
	13 Collaborative and Dialogic Meaning-Making: How Children Engage and Immerse in the Storyworld of a Mobile Game	219
	Introduction	219
	Playing or Reading	220
	Immersion in the Storyworld	222
	Engagement with the Strategic Play of the Game	225
	Collaboration or Competition	227
	Conclusion	229
	Acknowledgements	231
	References	231
	14 Relational Methodologies for Mobile Literacies: Intra-action, Rhythm, and Atmosphere	234
	Introduction	234
	Moving Methodologies Forward	236
	Moving Methodology from Interaction to Intra-action: The Case of the iPad in Education	237
	Project Background	238
	Rhythms and Atmospheres of New Media Making with iPads	240
	Rhythm	240
	Atmosphere	245
	Relational Methodologies for Mobile Literacies: Moving Forward with the Past	248
	References	249
	15 Hands, Fingers and iPads	252
	Introduction	252
	Handy Devices	253
	New Tablets in Young Hands	255
	A Different Story	258
	Lessons in Handiness	259
	Reflections on Touchscreens	260
	References	261
	16 Mobile Literacies: Moving from the Word to the World	264
	Place in Space: How Mobile Are My Literacies?	266
	Where to Next and What Counts?	270
	References	271
	Index	273